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Pupil Premium


What is Pupil Premium?

The Pupil Premium is an amount of money received by schools based upon the number of children at the school, eligible for Free School Meals (FSM) and Children who are looked after or children who have a parent in the Armed Forces. The Pupil Premium has a number of aims:

• to increase social mobility;

• to enable more pupils from disadvantaged backgrounds to get to the top Universities;

• to reduce the attainment gap between the highest and lowest achieving nationally.

• to improve the achievement of pupils eligible for PP by closing the gap with their peers.

Every child who leaves school without the right qualifications faces a far more difficult path to fulfilling their potential and finding employment. We owe it to all our young people to ensure they are given every chance to succeed. Sir Michael Wilshaw, Her Majesty’s Chief Inspector of Schools, 2012.

Hillsview Academy operates within Redcar and Cleveland, in a catchment area with high levels of disadvantage. More information about the neighbourhood in which the school is located (and in which a proportion of our pupils reside) can be found here: www.redcar-cleveland.gov/healthandpoverty


How does it work?

Simply spending more money on children does not necessarily improve their learning or their aspirations. There is no direct link between spending money and outcomes for students. If the Pupil Premium is to succeed in achieving its ambitious goals, the choices that the Academy makes in allocating the money are vital so that the funding can help raise student attainment and aspirations. The money needs to be allocated as part of a strategic approach to raising standards across the academy, providing better opportunities for our students academically, as well as developing life, work and personal skills to give them the best chance of a successful future. At Hillsview Academy we use the Pupil Premium to enable us to provide a number of different interventions and strategies. The Pupil Premium enables us to, both directly and indirectly, provide additional support and interventions for those students highlighted by the government, as needing it most.

Pupil premium strategy statement (secondary)

1.     Summary information

School

Hillsview Academy

Academic Year

2017-18

Total PP budget

£300,296

Date of most recent PP Review

19/04/16

Total number of pupils

664

Number of pupils eligible for PP

384

Date for next internal review of this strategy

Sept 2018

 

2.   Current attainment

 

Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

% achieving 4-9 incl. EM

27.9%

64.7%

P8 English/Maths

-1.25/-1.24

0.1/ 0.1

Progress 8 score average

-1.438

0.12

Attainment 8 score average

28.91

52

3.   Barriers to future attainment (for pupils eligible for PP)

In-school barriers (issues to be addressed in school, such as poor literacy skills)

A.     

Poor literacy and comprehension skills - reading ages are low and English results for PP are significantly below national average.

B.     

Teaching that is not yet good

C.     

Behaviour issues in each year group (PP students spend more time in IE and referral) disrupts learning of others and means more lessons missed

External barriers (issues which also require action outside school, such as low attendance rates)

D.

Low attendance rates - 89.3% for PP students (against a target of 95% for all children) reduces learning time and impacts on attainment

E.

Lack of parental engagement - parents evening attendance historically has been around 30-40% with hard to reach parents not attending any parents’ evenings

4.   Desired outcomes (desired outcomes and how they will be measured)

Success criteria

A.     

Improvement in reading ages

70% of students show improvement of comprehension in standard scores

B.     

Teaching improves and students make better progress

70% of teaching good or better

C.     

Reduction of referrals, IE and FTX

FTX: 225 and S4: 25 per week

D.     

Increased attendance for PP students

PP cohort to achieve 94% PA 18% or less

E.

Parental attendance at Parents’ Evenings improves - particularly for PP students

10% increase up to 80%


 

5.   Planned expenditure

      Academic year

2017-18

The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

     i.    Quality of teaching for all

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

A

Whole School Reading focus implementing and embedding AR programme

Most students do not read for pleasure and the school library is only accessed by a very small percentage of students.

Large groups of students have reading ages below their chronological age. Poor literacy affects students accessing exam questions and results reflect this.

AR was shown to have a positive impact when implemented and delivered well.

Staff training on AR and its benefits.

Strategies on how to engage reluctant readers. Tutors to monitor % accuracy tests and have meaningful conversations with students.

 

Literacy co-ordinator

January 2018

A

CPD on Reading Strategies - Resilient Reader. Whole school use.

EEF toolkit recognises the impact teaching reading strategies can have on comprehension skills. Students’ comprehension skills are weak and this impacts on their ability to access resources and exam papers.

External consultant delivering training.

Follow up with subject specific examples using academy resources - in house.

Student voice to check that this is consistent and helpful.

Monitoring during learning walks

Literacy co-ordinator

January 2018

B

In house coaching programme designed to improve quality first teaching

Teaching is not typically good. Several staff have completed an external coaching programme (Lilac Sky) and are now trained to coach other teachers to improve classroom pedagogy. Quality teaching will enhance progress for disadvantaged learners.

Coaches will be given timetabled protected time to observe and coach teacher that have been identified as not yet effective.

External or leadership observations will validate any long term improvements.

Cover support for coaches and coached.

T&L Lead

January 2018

A

Smaller groups sizes in Core lessons in Year 11

There are now 6 teaching groups as opposed to 5 in previous year to improve P8 scores and attainment.

 

Curriculum Lead

January

B

Quality Marking and Feedback training - marking PP books first

Research from John Hattie’s Visible Learning and EEF toolkit suggest high quality feedback is an effective way to improve attainment. It allows for differentiation that gives individual and bespoke support to all students.

Regular book scrutinies.

Keeping exemplar folders of work in each subject area to model good practice

Leadership monitoring or marking and feedback at leadership meetings

T&L Lead

October, January and March 2017-18

A, C

Additional option groups

Reduced group size in option subjects. Broader choice of subjects. Improve engagement with vocational, ebacc and foundation subjects.

Offer subjects that are accessible to a wide range of abilities. Subject specialists delivering options.

Curriculum Lead

January 2018

Total budgeted cost

£95,000

   ii.    Targeted support

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

C, D

The Bridge as an alternative to potential PE/ school refusal/lack of engagement

PA rates are higher for disadvantaged students. To avoid this we want provide a safe environment for students with anxiety and other disorders that lead to poor attendance and school refusal. More Disadvantaged students have been permanently excluded or are in alternative provision and we want to change behaviours before this becomes a risk. Reduction of S4 behaviour sanctions.

Attitude to Learning will improve for disadvantaged pupils accessing the bridge. Students’ perception of their engagement and success will improve,

 

Rigorous referral processes ensure the correct students are targeted.

Core teaching staff are timetabled in to deliver quality teaching to small numbers.

Attendance, access to lessons, exclusions, and progress data will all be measured.

SENDCO

January 2018

A

1-2-1 or small group work for English and maths catch up. Maths to deliver the …….programme and English to deliver key skills that students scored poorly on in KS2 SATS

18 students in maths and 33 students in Reading were not deemed ‘Secondary ready’ and struggle to access the curriculum without further support

External, primary trained teacher employed for English catch up. Skills focus based on forensic analysis of SATS.

Similar maths tutor advertised for.

Weekly monitoring of progress.

PP Lead

January 2018

Total budgeted cost

£133,000

 iii.     Other approaches

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

B

Class charts used to create seating plans and identify disadvantaged students.

Staff can use the data populated seating plans to quickly identify underachievement for disadvantaged students - adjust seating plans, put in in-class interventions

Compliance checks conducted by LT to ensure that it is being used. Book scrutinies and learning walks conducted with a PP focus.

T&L Lead

January 2018

A

Appointment of Literacy and Numeracy co-ordinators

Key staff to drive Literacy and Numeracy to improve standards across the school

Literacy and Numeracy plans in line with whole school Action Plan. Embedded Numeracy and Literacy in tutor times and raise awareness of transferable skills with all teachers.

Outcomes Lead

January 2018

D

Appointment of additional Attendance Officer

We cannot have a positive influence on student progress if students do not attend school regularly.

Clear expectations for Attendance Officer.

Monitoring all attendance but also looking at all sub groups and acting on data.

Work with parents and incentivise good attendance form their child.

Behaviour Lead

October 2017

C

Appoint an additional Behaviour Consultant

Increase capacity on leadership. Ofsted deemed behaviour inadequate. Fixed term exclusions and referrals are too high, especially for PP students.

Adjust the behaviour system to intervene before poor behaviour escalates. Introduce more rewards so that good behaviour is rewarded and the system is less punitive.

Reduce S4s, IE and FTX so that more students remain in the lesson and learning is not disrupted

Principal

January 2018

E

Engage hard to reach parents by increasing attendance at the Parent Forum with a representative number of PP parents.

Give parents a voice to gain insight into parent views and how to support their children. Improve group of parents and attendance to increase engagement and have positive voices in the community.

Appoint a strong chair who leads the forum and is supportive yet challenging to the academy. Listen to and act on issues brought to the Principal.

Principal

January 2018

E

Improve attendance at Parents’ Evening

Gaining parental support with allow us to work together to improve outcomes for students.

Target parents that are hard to reach first. Ring all parents that do not respond to letters. Find a hook to ensure attendance - exam results, mock timetables etc.

Outcomes Lead

January 2018

Total budgeted cost

£93,400


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Web Admin,
17 Nov 2015, 02:27
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